Teacher Education Partnerships: An Australian Research-Based Perspective

Are You Ready to be a Mentor? Preparing Teachers for Mentoring Pre-service Teachers

“…Research has described limitations of mentoring such as increased workload, added responsibility and stress, uncertainty about how to mentor and having to assess the progress of the pre-service teacher (Walkington, 2005). Although the notion of partnerships between schools and HEIs are well documented, particularly in respect to the professional placement, they are reported to be one sided with the classroom teacher often bearing the brunt of the work (Lynch & Smith, 2012).…”

“…Research has documented that a partnership between a school and a HEI has the potential to 'provide quality professional experience placements for pre-service teachers with suitably qualified and experienced classroom teachers' (Uusimake, 2013, p.45). Yet school-university partnerships are reported to be problematic and are often one sided (Lynch & Smith, 2012). Providing professional development opportunities for teachers in mentoring, as well as other areas of interest, is one way that universities can authentically contribute to the partnership (Bloomfield, 2009).…”

A school university teacher education partnership: Reconceptualising reciprocity of learning

“…It has been argued that there is a lack of understanding of each institution's (school and university) structure, culture, organisation and practice, and the research literature is rife with findings that cry of the conceptual, organisational and relational difficulties of university-school partnerships (Le Cornu & Peters, 2009;Lemke & Sebelli, 2008;Lynch & Smith, 2012;Martin, Snow, & Franklin-Torrez, 2011;Smith, 2016). For universities, the focus of teacher education partnerships has been on operational issues such as sourcing and monitoring placements for ITE students (Toon, 2017), rather than engaging in meaningful, substantive relationships that connect the school and university as institutions, and enhance outcomes for both ITE students, and the partnership schools.…”

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As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012;Moss, 2008).

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Partnerships with Cultural Organisations: A Case for Partnerships Developed by Teacher Educators for Teacher Education

“…There is a body of literature relating to community engagement and partnerships within higher education generally (Burin, 2010;Butcher, Bezzina & Moran, 2011;Jongbloed, Enders & Salerno, 2008), and teacher education specifically (Armstrong & Cairnduff, 2012;Lynch & Smith, 2012;Petersen & Treagust, 2014). We are not addressing this literature in this paper; rather we are presenting background to the disciplines of arts and science and presenting original cases as narratives.…”